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M. Irfan Hasanuddin
Universitas Khairun
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Analisis Kemampuan Penyusunan Modul Ajar Mahasiswa Calon Guru dalam Implementasi Kurikulum Merdeka Nurharyanto, Dwi Widyastuti; Abdullah, Suhardi; Hasanuddin, M. Irfan; Hasanuddin, M. Imran
Journal of Education Research Vol. 7 No. 1 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i1.2984

Abstract

Penyusunan modul ajar dalam implementasi kurikulum merdeka penting untuk mahasiswa kependidikan sebagai calon guru di masa depan. Modul ajar sebagai wujud perencanaan pembelajaran memiliki beberapa perbedaan komponen dengan Rencana Pelaksanaan Pembelajaran (RPP) pada kurikulum sebelumnya. Tujuan penelitian ini adalah untuk melihat kemampuan mahasiswa dalam menyusun modul ajar. Metode yang digunakan adalah deskriptif kualitatif berbasis produk dengan subyek penelitian mahasiswa PGSD semester IV, FKIP, Universitas Khairun. Sebanyak 30 mahasiswa membuat modul ajar dan dianalisis berdasarkan acuan pembuatan modul ajar kurikulum merdeka. Modul ajar terdiri dari tiga komponen yaitu informasi umum, komponen inti dan lampiran. Dari 17 komponen terdapat 5 komponen modul ajar yang mendapatkan kategori kurang sesuai, sementara untuk 12 komponen yang lain berada pada kategori sesuai dan sangat sesuai. Lima komponen turunan yang mendapatkan kategori kurang sesuai dengan rata-rata skor yang diperoleh adalah 3. Komponen tersebut adalah kompetensi awal, asesmen, lembar kerja peserta didik, pengayaan dan remedial serta bahan bacaan untuk peserta didik. Secara umum, kemampuan mahasiswa dalam penyunan modul ajar cukup baik. Langkah preventif dapat dilakukan untuk meminimalkan kesalahan mahasiswa apabila nanti menjadi guru dengan pelatihan pembuatan modul ajar pada mata kuliah yang berkaitan dan kegiatan tambahan lainnya seperti pelatihan, focus group discussion, dan juga program magang.
Understanding differentiated learning for primary education students as prospective teachers Suhardi Abdullah; Dwi Widyastuti Nurharyanto; M. Irfan Hasanuddin; Eka Agustina; Kyla Putri Nursyabani
Jurnal Prima Edukasia Vol. 14 No. 2 (2026): May 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v14i2.85581

Abstract

This study aims to measure the understanding of differentiated learning (DL) among primary education students as primary school teachers. Most research focuses on its implementation in schools, but rarely examines the extent to which prospective teachers are prepared to implement the curriculum. DL implementation in elementary and secondary education units is a particular concern for prospective teacher students. Curriculum changes also impact learning outcomes at the university level. Universities strive to produce outcomes that align with the needs of their respective fields. Teaching materials at universities need to adapt to DL as well. Students also need to become accustomed to new learning outcomes, namely being able to master, design, and practice all learning tools related to DL. The research method employed was a qualitative description, utilizing 107 multiple-choice questions. A total of 30 students became the subjects of this study. The questions given to students were adapted from the DL implementation book, which has six chapters. The score given was 1 for correct answers and 0 for incorrect ones. Therefore, each question received a score of 30 if it could be answered correctly by all students. The study’s results indicate that students’ understanding of DL remains low. The understanding of prospective teacher students in the PGSD study program, particularly at Khairun University, needs to be improved. Starting from the DL background, theoretical and empirical studies, and DL implementation, consisting of various types of grouping. For the scores obtained by students, 13 students achieved a correct score of 50% or above. If calculated overall, the classical achievement percentage was 43.33%.
Co-Authors A. Agustan Arifin Agus Sutriawan Andi Nurfaida P Ansar, Alifia Anwar Marasabesy badaru, Benny Bujuna Alhadad Eka Agustina Hadi, Darmawati Hamid, Safitri Haryati Hasanuddin, M Iqbal Hasanuddin, Muh. Sawqi Hasniah Hasniah Hasyim Hasyim hasyim, hasyim Ikadarny Kyla Putri Nursyabani M Imran Hasanuddin muhammad qasash hasyim Nurharyanto, Dwi Widyastuti Pamuti Pamuti Pipih Sopiah Rahmania Sadek Ricardo Valentino Risna Srinawati Rita Puspita Suhardi Abdullah Syahruddin Syahruddin Tamalene, Asri S. Wulan Rahayu